Find out about the structure of the Assessment Only (AO) route to gaining Qualified Teacher Status (QTS):
- The initial visit
- Creating your training plan
- Compiling your portfolio
- Providing Teachers' Standards evidence
- Final assessment visit
- Your mentor's role
- Final report
- What happens next: Early Career Teacher (ECT).
The initial visit
The purpose of the initial visit is to:
- observe you teach (joint observation with your mentor)
- see your original qualification documents
- interview you (focus to include subject knowledge for teaching)
- conduct a needs analysis, review your Teachers' Standards audit, and agree your Assessment Only training plan
- meet your mentor (and possibly your Professional Tutor).
The timing of the visit is at mutual convenience. Usually, the lesson observation precedes the discussion. It is possible, therefore, that you will need to negotiate cover for a lesson.
The visiting tutor will initiate post-lesson discussion between the AO teacher and mentor. Please make sure you bring all your original documents (degree, marriage certificate and GCSE equivalents) to this meeting.
The tutor will also want to see that you have had the Disclosure and Barring Service (DBS) check. Your mentor is asked to join this meeting.
Creating your training plan
The elements of the Assessment Only training plan vary according to individual need. These elements might include:
- enhancement of subject knowledge by means of observation and research
- being observed teaching a particular topic or in a key stage/age range
- familiarisation with school/setting policies
- undertaking moderation of pupil assessments
- broadening the range of Assessment for Learning (AfL) activities employed.
Compiling your portfolio
The portfolio provides evidence of meeting the Standards. There are several ways of effectively organising your portfolio – you should be guided by your mentor on this.
Electronic presentation of your e-portfolio is required.
Your portfolio should contain:
- a copy of your AO targets and development
- a copy of your final report
- reflections after each Standard
- action research – based on one of your targets (1,500 words with at least three literature references)
- planning documents
- assessment documents
- self-evaluations
- lesson observations – minimum of eight required
- your training plan and an outline of how it has been fulfilled
- a record of your mentor meetings
- transition form
- fundamentals skills audit
- subject knowledge audit.
Standards evidence
We will offer personalised guidance about evidence for meeting the Standards when we visit. Your mentor will be able to advise you on what counts.
The bullet points within each Standard indicate the scope of the Standard and should not be treated as a checklist.
In presenting evidence of meeting Part 2 of the Standards (Personal and Professional Conduct, also known as PCP):
- refer to overlapping evidence from high expectations (Standard 1) and wider professional responsibilities (Standard 8)
- refer to relevant training and continued professional development (CPD) you have undertaken
- make sure your mentor refers to PPC in your final report.
Final assessment
At the assessment visit, the assessor will:
- talk through the evidence in the e-portfolio
- interview you to check subject knowledge and professional conduct
- interview your mentor and perhaps also your professional tutor or headteacher.
Usually, the interview will come after examination of your portfolio as the portfolio will help generate questions to ask. The interview questions are of a professional nature to explore ways in which you have met the Standards.
Your mentor's role
The mentor’s responsibilities are to:
- offer guidance and advice about the ethos and working practices of the team and the school/setting
- meet you formally to review progress towards QTS
- discuss your progress with the assessor(s)
- observe you teach and give oral and written feedback
- facilitate training opportunities in the school/setting
- offer advice about your portfolio of evidence
- write your final report.
It is important that you meet with your mentor formally and regularly, which does not necessarily mean frequently. You will need ‘quality time’ to address professional issues and to receive guidance in the compilation of the portfolio. For this reason, we ask that a record of mentor meetings is included in the portfolio.
Your mentor will normally observe your teaching. Other colleagues, such as senior leaders or local authority representatives, may also contribute observations. Usually, most of the written observations in the portfolio will be by your mentor.
Your mentor should have an understanding of the Standards and have experience of how to put together a portfolio of evidence.
Final report
This should be a summary of your experience and achievements against the Standards – an example and a template will be provided. Please put a copy in your portfolio.
What happens next: Early Career Teacher (ECT)
The Assessment Only process leads to Qualified Teacher Status only. You will then need to complete a period of statutory induction as an Early Career Teacher (England).
